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Academic literature on the topic 'Parent talk'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Parent talk"

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Barber, Jenny. "Developing parent talk." Child Care 7, no. 11 (November 2010): 24–25. http://dx.doi.org/10.12968/chca.2010.7.11.79315.

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Douglas, Ashli-Ann, Erica L. Zippert, and Bethany Rittle-Johnson. "Parent-Child Talk about Early Numeracy." Iris Journal of Scholarship 1 (May 12, 2019): 48–68. http://dx.doi.org/10.15695/iris.v1i0.4659.

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The goal of the study was to examine how the type of informal number activity in which parents and their preschoolers engage and parents’ math-related beliefs relate to parent-child exploration of an advanced early number concept. Parents and their preschoolers (n = 46) engaged in a videotaped play session and parents were surveyed about their math-related beliefs. The findings indicate that the type of informal number activity that parents chose to play with their children predicted how frequently they explored an advanced early number concept with them. Additionally, some but not all parents’ math-related beliefs were related to parent-child number talk. These results suggest that identifying games that facilitate specific number concepts may be a good way for researchers to help parents and children explore more advanced early number concepts frequently. The results also highlight the need for additional research on the role of parents’ math-related beliefs in their support of their children’s early learning and school readiness.
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Betts, Anastasia L., and Ji-Won Son. "Fostering Parent–Child Math Talk with the 4Cs." Mathematics Teacher: Learning and Teaching PK-12 113, no. 10 (October 2020): 791–99. http://dx.doi.org/10.5951/mtlt.2019.0161.

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Research shows that frequent, high-quality mathematics talk that is shared between parents and children can increase mathematics achievement. This article describes ways in which teachers can support parents in increasing the frequency and quality of parent–child mathematics interactions, leading to better outcomes for students.
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Tenenbaum, Harriet R., and Maureen A. Callanan. "Parents' science talk to their children in Mexican-descent families residing in the USA." International Journal of Behavioral Development 32, no. 1 (January 2008): 1–12. http://dx.doi.org/10.1177/0165025407084046.

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Everyday parent—child conversations may support children's scientific understanding. The types and frequency of parent—child science talk may vary with the cultural and schooling background of the participants, and yet most research in the USA focuses on highly schooled European-American families. This study investigated 40 Mexican-descent parents' science talk with their children (mean age = 5 years 7 months, range = 2 years 10 months to 8 years 6 months). Parents were divided between a higher schooling group who had completed secondary school, and a basic schooling group who had fewer than 12 years of formal schooling. Parents and children were videotaped engaging with science exhibits at a children's museum and at home. Conversations were coded in terms of parents' explanatory talk. In both contexts, Mexican-descent parents engaged children in explanatory science talk. At the museum, parents in the higher schooling group used more causal explanations, scientific principles explanations, and encouraging predictions types of explanations than did parents in the basic schooling group. By contrast, the only difference at home was that parents in the higher schooling group used more encouraging predictions talk than parents in the basic schooling group. Parents who had been to museums used more explanations than parents who had never visited a museum. The results suggest that while explanatory speech differed somewhat in two groups of Mexican-descent parents varying in formal schooling, all of these children from Mexican-descent families experienced some conversations that were relevant for their developing science literacy.
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Krcmar, Marina, and Matthew Allen Lapierre. "Revising a measure to assess consumer-related family communication patterns." Young Consumers 19, no. 1 (April 16, 2018): 87–104. http://dx.doi.org/10.1108/yc-07-2017-00718.

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Purpose This paper aims to revise an earlier version of a measure used to assess parent–child consumer-based communication to better capture how parents talk with their children about consumer matters. Design/methodology/approach Three separate studies were used to revise the measure. The first tested the original measure with parents and children in a supermarket to determine its predictive validity. The second utilized focus groups with parents to refine the measure. The final study sampled 503 parents via MTurk to test the performance of the revised measure regarding reliability and validity. Findings The first study found that the original scale did not perform well as it relates to predicting child consumer behavior. The second study used parents to describe in their own words how they talk to their own children about consumer issues. Using these insights, the final study used the redesigned scale and identified four dimensions to the consumer-related family communication patterns instrument: collaborative communication, control communication, product value and commercial truth. These four dimensions had good reliability, convergent validity and predictive validity. Research limitations/implications With an updated measure of parent–child consumer-based communication that more closely matches how parents talk to their children about consumer issues, this measure can help researchers understand how children are socialized as consumers. Originality/value This study offers researchers a reliable and valid measure of parent–child consumer-based communication that can help inform future studies on this important topic.
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Iven, Cari J., Evelyn G. Albritton, Beth B. Eaton, and James C. Montague. "A Pilot Study on the Effect of Training Parents of Language-Delayed Children in Pragmatic Interaction Strategies." Perceptual and Motor Skills 69, no. 1 (August 1989): 295–303. http://dx.doi.org/10.2466/pms.1989.69.1.295.

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This pilot study investigated pragmatic language training on parental expansion of interactive strategies, and a corresponding decrease in using questions and imperatives in parental communication with their language-delayed preschool children. Seven parent-child dyads participated, with the parents receiving training in the acquisition of six pragmatic categories, including reference, model, imitation, description, parallel talk, and expansion. Training results showed a significant increase in the parents' use of parallel talk and a decrease in their use of questions. Apparently in many applied instances parallel talk may incorporate the strategies of referencing, modeling, imitation, description, and expansion. Findings are discussed in terms of parallel talk functioning as a facilitator for language-delayed children.
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Berkowitz, Talia, Dominic J. Gibson, and Susan C. Levine. "Parent Math Anxiety Predicts Early Number Talk." Journal of Cognition and Development 22, no. 4 (June 21, 2021): 523–36. http://dx.doi.org/10.1080/15248372.2021.1926252.

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Grossman, Jennifer M., Alicia D. Lynch, Amanda M. Richer, and Lisette M. DeSouza. "Extended-Family Talk about Sex and Teen Sexual Behavior." Proceedings 6, no. 1 (November 14, 2018): 8. http://dx.doi.org/10.3390/iecehs-1-05710.

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Research shows that family sexuality communication is protective for teens’ risky sexual behavior, but most studies on this topic focus exclusively on the parent–teen dyad. The few studies that assessed extended family sexuality communication use a single item to measure this communication and showed mixed results as to whether it is associated with sexual risk behaviors for teens. The current study included cross-sectional survey data from 952 teens in the 11th and 12th grades. Structural equation modeling (SEM) was used to assess associations between teens’ sexual risk behaviors and communication with extended family about protection methods, risks of sex and relational approaches to sex. Results showed that, for sexually active teens, talk about protection methods was associated with fewer sexual partners and talk about risks of sex was associated with more sexual partners, even after accounting for talk with parents about sex and controlling for teen gender, racial/ethnic background and mothers’ education. Results suggest that extended family talk with teens about sex might protect them from risky sexual behavior, over and above the effects of teen–parent communication. However, the direction of the effect depends on the content of the conversations. Talk about protection might support teens’ sexual health, while talk about risks of sex with teens who have already had sex, might not be effective. These findings suggest the need to explore whether and how extended family could be included in health prevention and intervention programs, which currently focus on parents.
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Kim, Mary Shin. "The practice of praising one’s own child in parent-to-parent talk." Discourse Studies 19, no. 5 (July 12, 2017): 536–60. http://dx.doi.org/10.1177/1461445617715178.

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This study examines an underexplored area of self-praise: parents praising their own children. An examination of a corpus of Korean telephone conversational data reveals that the act of praising one’s own child is prevalent in parent-to-parent talk despite the social and interactional constraints on behavior that might be viewed as biased or bragging. In fact, such self-praise is not always treated as interactionally problematic and is often initiated by co-participants of the talk. This conversation analytic study identifies routine features and structures of this type of self-praise and shows when they emerge, how they are formulated and how they are responded to by recipients. The analysis shows what makes the self-praise possible or appropriate in interaction and highlights two common practices. In one, a praiseworthy matter about the speaker’s child is brought up by a co-participant, and the speaker takes the opportunity to praise the child. Thus, rather than directly praising the child, the speaker acts as an informant who is simply supplying more noteworthy details to add to the co-participant’s favorable account. In the other practice, a speaker conveys a praiseworthy matter as a piece of news about the child. By doing so, the speaker provides a rationale (informing the recipient) while at the same time eliciting the recipient’s uptake (assessment or appreciation). The study illustrates how self-praise plays an integral role in parental communities as parents engage in sharing and celebrating children’s milestones, achievements, or growth.
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Lee, Michelle M., Robert E. Lee, Faith Y. Troupe, and Amber V. Vennum. "Voices of foster parents of Sudanese refugee youths: Affirmations and insights." International Social Work 53, no. 6 (June 24, 2010): 807–21. http://dx.doi.org/10.1177/0020872809358396.

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Foster parents of Sudanese refugee adolescents were both gratified and frustrated by their desires to nurture, successfully parent, and socially interact and experience cultural differences with the youths. These parents coped with challenges with the help of God, family, peers and self-talk. Commitment to their wards typically was lifelong.
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Dissertations / Theses on the topic "Parent talk"

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Aznar, Ana. "Parent-child emotional talk, parent-child physical touch, and children's understanding of emotions." Thesis, Kingston University, 2012. http://eprints.kingston.ac.uk/26292/.

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The aim of the present research was to analyze parent-child emotion talk and parent-child physical touch and their relation with children's understanding of emotions. A total of sixty¬three children (30 girls and 33 boys), aged 4 (M= 53.35 months, SD = 3.86; range = 48 - 60 months) and ö-years-old (M= 76.62 months, SD = 3.91; range = 72- 84 months) participated with both of their parents. Parent-child interviews took place in the participants' own homes. On a first visit, the mother or the father and the child completed two storytelling tasks. One of these tasks involved a storytelling task and the other involved a four events reminiscence task. Within a minimum of one day and a maximum of seven days, the other parent and the child completed the same two tasks. Parent-child emotion talk and parent-child physical touch was analyzed throughout both tasks. The findings indicated that mothers and fathers did not differ in how they talk about emotions. Indeed, mothers' and fathers' talk correlated with each other and with their children's emotion talk. However, mothers and fathers talked more about emotions with their daughters than with their sons. Parents discussed more often happiness with their daughters than with their sons. No gender or age differences were found in children's emotion talk. The analysis of parent-child touch revealed that where age differences were found, findings indicated that parent-child touch decreased as children grow older. Where parent gender differences were found, results show that mothers were more physically affectionate than are fathers. In addition, children completed twice a standardised test of emotion understanding (Test of Emotion Comprehension, TEC). On the first occasion the TEC was administered before one of the two parent-child storytelling sessions. Six months later it was administered again. Findings indicated that emotion understanding is predicted by prior emotion understanding. Above and beyond prior emotion understanding, fathers' emotion explanations during the events task predicted children's emotion understanding and mothers' use of emotion labels during the storytelling task predicted children's emotion understanding. On the contrary, parents' physical touch was not related to children's emotion understanding. Finally, children completed a test (Test of Behavioural Consequences of Emotions, TBCE) analyzing the relation between emotions and their behavioural consequences. Six-year-old children had a greater understanding that emotions influence situations than did four-year-old children. Moreover, understanding that emotions influence situations was related to mentalistic aspects of emotion understanding. The implications of these findings for future research on children's socializations of emotions are discussed.
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Thatcher, Jennifer Yorgason. "How Parents and Their Adolescent Children "Talk the Talk" in Religious Conversations." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1334.pdf.

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Droser, Veronica Anne. "Talking the Talk| An Exploration of Parent-Child Communication about Cyberbullying." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547403.

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Technology has, without a doubt, altered the social fabric of society. Mediated forms of communication have paved the way for more efficient production, and the vast amount of information available online has given people the opportunity to be more informed than ever. However, the rise of mediated communication has also presented a number of new threats. The current study focused on one of these threats, cyberbullying, and was interested in looking at how parents talk about and understand their child's cyberbullying behavior.

This study had the goal of uncovering if parents talk to their child about cyberbullying, and how they approach these conversations. The intent of this study was grounded in the idea that parent-child communication is a valuable tool for developing belief systems, as well as making sustainable, positive and effective changes to behavior and perceptions.

Ultimately, parents do not avoid conversations about cyberbullying with their children. Parents structure these conversations with the intention of positively changing their child's behavior and beliefs. Specifically, parents talk about cyberbullying with their children as an effort to decrease the perceived risk their child faces if he or she participates in cyberbullying. However, these conversations are limited because they are grounded in misrepresented media coverage of cyberbullying which intensifies cyberbullying behaviors. As such, media producers must work toward presenting more all encompassing and wide spread coverage of cyberbullying as an effort to educate parents about the variety of behaviors which relate to cyberbullying.

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Donnelly, Reesa. "THE RELATIONSHIP OF PARENT AND CHILD SELF-TALK IN A COLLEGE SAMPLE." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2240.

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Research has demonstrated the importance of early social interactions in the development of self-talk. It does not appear, however, that existing research has examined the relationship between parents' self-talk and the self-talk that develops in their children. This study examined the relationship between self-talk in parents and their college-age children. Results revealed significant relationships between students' and parents' positive self-talk, but not negative self-talk. Marginal relationships were found for self-talk ratios (ratios of positive and negative self-talk). Maternal communication was found to mediate the relationship between students' and their mothers' positive self-talk. Different trends also were noted between genders. Finally, self-talk was related significantly to depression, anxiety, and self-esteem. Overall, results of this study emphasize the relationship between parents' and their children's positive self-talk and the importance of self-talk in psychological functioning. These findings lend promise to the possibility of modifying parents' self-talk and communication as a way to modify their children's self-talk and psychological functioning.
M.S.
Department of Psychology
Arts and Sciences
Psychology
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Alisic, Eva, Shaminka Gunaratnam, Anna Barrett, Rowena Conroy, Helen Jowett, Silvia Bressan, Franz E. Babl, Roderick McClure, Vicki Anderson, and Matthias R. Mehl. "Injury talk: spontaneous parent–child conversations in the aftermath of a potentially traumatic event." BMJ PUBLISHING GROUP, 2017. http://hdl.handle.net/10150/626115.

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Background: While talking about traumatic experiences is considered central to psychological recovery, little is known about how these conversations occur in daily life. Objective: We investigated spontaneous injury talk among parents and children in the aftermath of a child's hospitalisation due to physical trauma, and its relationship with children's socioemotional functioning. Methods In a prospective naturalistic observation study, we audio-sampled the daily life of 71 families with the Electronically Activated Recorder after their child (3-16 years old) was discharged from hospital. We collected close to 20 000 snippets of audio information, which were double-coded for conversation characteristics, and measured children's socioemotional functioning with the Strengths and Difficulties Questionnaire (SDQ) at 6 weeks and 3 months postinjury. Findings The children were involved in injury talk for, on average, 46 min/day, 9 min of which referred to emotions. Children had significantly more injury conversations with their mothers than with their fathers. The tone of injury conversations was significantly more positive than that of non-injury conversations. More direct injury talk was associated with fewer problems on the emotion subscale of the SDQ at 3 months. Other associations between aspects of injury talk and children's socioemotional functioning were mostly non-significant, although they appeared to be stronger at 3 months than at 6 weeks. Conclusions Families spontaneously talked about the injury and associated issues for about the same amount of time per day as a therapist might within a session (a 'therapy hour'). Clinical implications Making full use of naturally occurring injury talk may be a valuable direction for parent and family-focused post-injury interventions. However, the study design prevents causal inference, and further exploration is warranted.
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Pope, Michell. "Let's Talk Tobacco: African American Parent-Adolescent Communication About Tobacco Use Within the Context of Parental Smoking." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3783.

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Tobacco use and the associated health risks are a major public health concern. Research suggests that parents’ own tobacco use, caregiver-adolescent antismoking communication, and parenting practices (e.g., prompting, parental monitoring) may work to influence adolescents’ tobacco-related attitudes and behavioral outcomes (e.g., refusal efficacy, intentions to use and actual use). Although historically African American adolescents have exhibited lower rates of tobacco use than their racial/ethnic counterparts, there is growing evidence to suggest that this may be changing because of increased use of tobacco products and/or underreporting of the use of alternative tobacco products or ATPs (e.g., cigars, cigarillos), among this population. The present study recruited a community-based sample of 101 urban African American caregivers that smoke (M = 41.1/SD = 9.9), and their adolescents between the ages of 12-17 (M = 14.4/SD = 1.9) to examine how caregiver tobacco-related messages (both verbal and non-verbal) shape adolescents’ tobacco attitudes, and behaviors. Dyads completed paper-pencil surveys separately and were compensated for their time and effort. A majority of the caregivers were single and living in low-income and public housing communities. Results from the analyses revealed high rates of adolescent tobacco use (lifetime) of both cigarettes and alternative tobacco products, and prompting (e.g., caregivers’ request that adolescents retrieve, buy, or smoke tobacco products with them). The findings also showed that all of the caregiver variables including: prompting, monitoring, as well as caregiver antismoking messages together impacted adolescents’ tobacco-related outcomes including their attitudes about tobacco, refusal efficacy and their intentions to use (at six months and adulthood), and their actual use. These findings underscore the need for more tobacco education that includes not only adolescents, but also parents, and other important caregivers (e.g., extended kin/family members) that helps increases knowledge surrounding the dangers of parental prompting, the importance of parental monitoring of youths whereabouts and peers, as well as parent-adolescent antismoking communication in reducing the prevalence of adolescent smoking/tobacco use (including the use of ATPs). This study also highlights the need for tobacco control and policies that limit adolescents’ exposure and access to tobacco products particularly among African Americans living in disadvantaged neighborhoods.
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Allen, Evette L. "Family Sex Talk: Analyzing the Influence of Family Communication Patterns on Parent and Late Adolescent's Sex Conversations." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30431/.

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Family communication has the potential to affect a variety of youth behavioral outcomes including adolescent sexual risk behavior. Within chapter 1, I present past literature on adolescent sexual risk behaviors, family communication patterns, and the gaps associated with those areas. In chapter 2, I review previous literature on adolescent sexual risk behavior, parent-child communication and family communication patterns. In chapter 3, I present the method which includes a description of the participants, procedures, measures, and data analysis used. In Chapter 4, I present the results of the study. According to the results of the study, father-child communication is not a better predictor of adolescent sexual risk behavior. A higher quantity of parent-child communication does not lead to less adolescent sexual risk behavior. Participants with a pluralistic family type do significantly differ from laissez-faire and protective family types in regards to levels of parent-child communication. Participants with a consensual family type do have significantly higher levels of parent-child communication in comparison to laissez-faire family types, but not protective family types. Finally, in chapter 5, I present the discussion with a review of previous research (consistent or inconsistent with the current findings), limitations and conclusions for the current study.
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Zhou, Yile. "Parent-child interactions in home numeracy activities: investigating the effect of game format." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6901.

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The purpose of this study was to investigate the differences in parent-child interactions when they played the same numeracy-related game using two formats, a technology-based electronic format and a non-technology traditional board format. It aimed at unpacking the game format effect on parent-child interactions in early home numeracy activities. A mixed-method study with an embedded design was conducted to approach the research questions. In the repeated-measures experiment, 39 parent-preschooler dyads played the same numeracy-related game – The Game of the Goose – using both an electronic format and a board format. The videos of all the play sessions were the data source. Both quantitative and qualitative analyses were conducted. The quantitative analysis was the primary focus. The videos of parent-child play were coded using two pre-determined coding schemes, Parental Scaffolding Behavior and Mathematical Talk. Two repeated-measures multivariate analyses of variance (MANOVA) were conducted respectively for each coding scheme. The qualitative analysis of the 30% selected dyads played a supportive role to further explore the similarities and nuanced differences in parents’ performance of each coded scaffolding behavior across the two formats. The MANOVA for Parental Scaffolding Behaviors showed that the game format had a significant effect on seven of the twelve coded behaviors. The frequencies of Affirmation/Encouragement, Explanation, Inquiry, Re-representation, Modeling, Correction/Disaffirmation, and Physical Control were significantly higher in the board game condition compared in the electronic game condition. The MANOVA for Mathematical Talk revealed an interaction between the game format and the player on Naming Numbers. Both parents and children engaged in more statements about naming numbers in the board condition compared to the electronic condition, but the difference across the two game formats was bigger for parents than for children. In terms of the main effect of game format, the frequencies of Counting, Using Spatial Words and Estimating were significantly higher in the board game condition compared to the electronic game condition. Themes from qualitative analysis revealed parents’ different roles when using the two game formats, as well as the affordances of each format and their influence on parental scaffold behaviors. Interpretations of the results and findings about the game format effect were provided through the lens of sociocultural perspectives and affordances. This study enlarged the understanding of parent-child interaction in early numeracy activities. The findings offered implications for how to help preschoolers develop early numerical skills using different tools and how to design effective learning products for early numeracy using the features of different formats.
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Davitti, Elena. "Dialogue interpreting as intercultural mediation : integrating talk and gaze in the analysis of mediated parent-teacher meetings." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/dialogue-interpreting-as-intercultural-mediationintegrating-talk-and-gaze-in-the-analysis-of-mediated-parentteacher-meetings(590f73d9-d375-4aa0-a813-a872da49dd19).html.

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This study explores how the positioning of dialogue interpreters is shaped in mediated interaction through the combined investigation of two main units of analysis, i.e. assessments and gaze. The data used consists of a small corpus of authentic, video-recorded, mediated interactions in English and Italian. These encounters take place in pedagogical settings; in particular, the specific type of institutional talk analysed is that of mediated parent-teacher meetings, which represents uncharted territory for interpreting studies. An interdisciplinary approach encompassing conversation analysis and studies on non-verbal communication is adopted to explore how interactants orient to both verbal and non-verbal activities (mainly gaze) in the production and monitoring of each other's actions, in the initiation and maintenance of social encounters, and in the co-construction of meaning and participatory framework. As for the verbal dimension, this thesis focuses on assessments, given that evaluative talk characterises the interactions under scrutiny. In particular, some tendencies (namely upgrading and downgrading renditions) in the way interpreters handle utterances embedding evaluative assessments have been identified, explored and linked to issues of identity and epistemic authority. One of the most innovative aspects of this work lies in the exploration of how positioning is realised not only verbally, but also nonverbally, by accounting for non-verbal features in the analysis of verbal interaction. Although non-verbal features have been recognised as part and parcel of human social interaction as well as important vectors of meaning and co-ordination (e.g. Goodwin 1981; Kendon 1990), their sequential positioning in relation to the production of the ongoing flow of talk and their use by interpreters to complement/replace specific verbal features is uncharted territory for interpreting studies. Since the groundbreaking work by Lang (1976, 1978), little research has integrated gaze in the analysis of the interpreter’s (and participants) verbal output (e.g. Wadensjö 2001; Bot 2005). To enable its investigation, gaze is systematically encoded alongside specific conversational cues via the ELAN software, which interfaces audio-video input in a user-friendlyhypertextual transcription. A specific gaze-encoding system has been developed for triadic interaction, building on Rossano’s (2012) one for dyadic interaction. These symbols have been mapped onto the verbal transcript of specific sequences, with a view to investigating how gaze is used as an interactional resource in conjunction with verbal behaviour when producing such sequences. Through analysis of the actions performed via talk and gaze, the thesis investigates how displays of knowledge and epistemic authority are achieved and the impact of the interpreter’s shifting positioning on the unfolding interaction. The micro-analysis of transcripts is placed within a macro-analytical framework to explore whether interpreters work as intercultural mediators when they display an engaged behaviour and act as ratified participants. Findings show that the specific moves isolated, although trying to establish a common ground with the mothers, do not seem to contribute to participants’ empowerment and participation, thus suggesting the need for a more nuanced conceptualisation of intercultural mediation.
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Nelson, Ariadne E. "“ It’s almost like you’re learning through cooking”: A Conversation Analytic Study of Parent-Child Number Talk during an Early Math Intervention." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109193.

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Thesis advisor: Eric Dearing
Research has shown that parents’ number talk predicts preschoolers’ concurrent and prospective math skills; yet, there is considerable heterogeneity in parents’ use of number talk (e.g., Ramani et al., 2015). Given this, researchers are developing resources and interventions designed to encourage family numeracy (e.g., Hanner et al., 2019). Interventions, however, are based on a limited understanding of how families engage in numeracy conversations, particularly when parents are working to teach their children. Developmental researchers tend to operationalize parent talk as discrete, decontextualized instances of environmental input. In contrast, scholars using Conversation Analysis (CA) argue that understanding interactional phenomenon requires attention to how it is collaboratively and incrementally constructed through turn-taking sequences and how it allows interlocutors to accomplish social actions across stretches of interaction (e.g., Schegloff, 2007). The current study used CA to examine parent-preschooler conversations about numeracy during a home-based math intervention for which parents and children cooked together. The 30 parents—primarily middle-class, college educated parents of color— and their 3- to 5-year-old children received a cookbook with domain-general learning tips and 15 recipes. Families in the treatment condition received additional numeracy tips, some specific to the recipes provided and some broadly applicable to any recipe. Families were asked to audio record themselves cooking twice a month for three months. Results indicated that exchanges in which numeracy pedagogy was irrelevant (i.e., low-relevance pedagogy) for completing the recipe were qualitatively different from exchanges in which numeracy pedagogy facilitated children’s participation in cooking tasks (i.e., high-relevance pedagogy). While low-relevance pedagogy engaged children in rehearsing their numeracy skills, high-relevance pedagogy invited children to use their numeracy knowledge to plan and implement recipe tasks. Counting occurred primarily within low-relevance pedagogy, meaning parents’ prompts to count were disconnected from cooking. The recipes, ingredients, and cooking tools families selected shaped the affordances for numeracy pedagogy. This dissertation has implications for improving early learning interventions
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Books on the topic "Parent talk"

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Leman, Kevin. Parent talk. Milton Keynes: Word Pub., 1994.

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Parent talk. San Antonio, Tex: ECS Learning Systems, 1997.

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Leman, Kevin, and Kevin Leman. Parent talk. Nashville: Nelson, 1993.

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Lansky, Bruce. Baby talk: How to help your baby learn to talk. Deephaven, MN: Meadowbrook, 1986.

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Sanger, Sirgay. Baby talk/parent talk: Understanding your baby's body language. New York: Doubleday, 1991.

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Let's talk about living with a single parent. New York: PowerKids Press, 1996.

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Let's talk about when a parent dies. New York: PowerKids Press, 1996.

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Weitzman, Elizabeth. Let's talk about when a parent dies. New York: PowerKids Press, 1996.

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Burrows, David. Talk to me. Shippensburg, PA: Destiny Image Publishers, 1992.

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Burrows, David. Talk to me. Shippensburg, PA: Destiny Image Publishers, 1992.

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Book chapters on the topic "Parent talk"

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Davitti, Elena. "9. Interpreter-mediated Parent–Teacher Talk." In Linking Discourse Studies to Professional Practice, edited by Lubie Grujicic-Alatriste, 176–200. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783094080-015.

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Omi-Okamoto, Yoriko. "Parental Proxy Talk in Japanese Parents How Does a Parent Express Oneself Through a Baby’s Voice?" In Cultural Psychology of Education, 267–82. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18765-5_19.

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Hodge, Nick, and Katherine Runswick-Cole. "“You Say… I Hear…”: Epistemic Gaps in Practitioner-Parent/Carer Talk." In The Palgrave Handbook of Disabled Children’s Childhood Studies, 537–55. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54446-9_33.

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Coleman, John. "S – the Significance of parents and carers." In Why Won’t My Teenager Talk to Me?, 32–36. 2nd Edition. | New York, NY : Routledge, 2019. | Revised edition of the author’s Why won’t my teenager talk to me?, 2014.: Routledge, 2018. http://dx.doi.org/10.4324/9780203711583-4.

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Sharpe, Erin, Jocelyn Murtell, and Alex Stoikos. "How bike riding kids talk about bike riding." In Leisure activities in the outdoors: learning, developing and challenging, 119–29. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0010.

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Abstract There are children who bike regularly despite biking trending otherwise. For the past year, including through the global COVID-19 pandemic and lockdown, the researchers have been talking with biking-supportive parents and biking-active kids about their perspectives and experiences of biking. At the heart of this research the researchers wanted to know: what is it about biking that parents and children value so much that they are willing to keep riding, despite the changing context and attitudes toward children's biking? How do parents and children make sense of, negotiate and ultimately resist dominant discourses regarding children's biking, particularly children biking without adult supervision? Through the fall of 2019 and spring of 2020, the researchers held interviews with 19 parents and 24 kids (aged 10 to 16) who rode bikes regularly (at least once a the week), and whenever possible the researchers interviewed parents and children separately. The researchers prefer to use the descriptors of 'kids' (versus children) and 'biking' (versus cycling) to more closely reflect the everyday language used by kids to describe their bicycling activity.
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Regina, Vera, J. R. M. Fonseca, and Nilde Parada Franch. "The Parental Unconscious." In The Infinite Infantile and the Psychoanalytic Task, 74–80. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003246749-7.

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McLeod, Sharynne, Sheena Elwick, and Tina Stratigos. "What Infants Talk About: Comparing Parents’ and Educators’ Insights." In Lived Spaces of Infant-Toddler Education and Care, 173–85. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8838-0_13.

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Alison, Roy. "Baby number 9: let’s talk about the birth parents." In A For Adoption, 120–32. Abingdon, Oxon ; New York, NY : Routlegde, 2020. | Series: Tavistock Clinic series: Routledge, 2020. http://dx.doi.org/10.4324/9781003006633-8.

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Gabel, Stewart, Gerald D. Oster, and Steven M. Butnik. "The Child Health Professional Talks to Parents." In Understanding Psychological Testing in Children, 165–79. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-0554-3_13.

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Watson, Edward, and Bradley Busch. "The One about Self-Talk." In A Parent's Guide to the Science of Learning, 94–95. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125709-47.

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Conference papers on the topic "Parent talk"

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Kobellarz, Jordan K., Alexandre R. Graeml, Michelle Reddy, and Thiago H. Silva. "Parrot talk." In WebMedia '19: Brazilian Symposium on Multimedia and the Web. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3323503.3349559.

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Abubakar, Sitti Rahmaniar, Irawaty Irawaty, and Nanang Sahriana. "Mass Media in Perspective of Parents Preschoolers in Kendari." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.23.

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Bartlett-Chase, Meghanne. "The Sex Talk: Parental Communication and School-Based Sex Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681334.

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Hermawan, Iwan, Yossi Novila Sari, Rina Windiarti, and Dr Inayah. "The Formation Factors of Digital Literacy for Builiding Parents Competences." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.30.

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Pagani, Valentina, Giulia Pastori, Andrea Mangiatordi, and Alessandro Pepe. "PARENTS AND DISTANCE EDUCATION IN ITALY: TALE OF A DIFFICULT RELATIONSHIP." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1560.

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Delale-O'Connor, Lori. ""You Can NEVER Be Too Sure About Parents": Responses From the Teacher Race Talk Survey." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429586.

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Nuhla, Azka, Sri Sularti Dewanti Handayani, Ali Formen, and Yuli Kurniawati Sugiyo Pranoto. "Exploring Parents' Experience in Guiding Their Children while Using Gadget at Home." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.4.

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Ramma, Yashwantrao, Ajeevsing Bholoa, Shobha Jawaheer, Henri Li Kam Wah, Sandhya Gunness, Khemanand Moheeput, and Ajit Kumar Gopee. "Enacting the Teacher-Parent-Learner Nexus in Teaching and Learning Science using Technology." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6910.

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The teaching and learning of science have far-reaching curricular objectives which require teachers, students, and parents to be engaged in the teacher-parent-learner (TPL) nexus. During this endeavour, learners are guided to relate their prior knowledge to the science concepts (Grade 9, age group 13-14 years) during a home task activity under the supervision of their parents through an initial collaborative engagement (ICE) on the myptim platform (www.myptim.org). After finishing this activity, learners are invited to submit their work on the platform following their parents’ confirmation through the parent’s platform. In this paper, through an exploratory multiple case study involving six students and four parents, we present preliminary findings regarding the use of the myptim platform for the study of a lesson on ‘Measurement’. The empirical evidence collected through unstructured interviews with the participants indicates that the myptim platform is a promising technological pedagogical tool for the advancement of the teaching and learning of science, in particular, physics. This paper contributes to literature on technology integration through the perspective of teacher-parent-learner nexus.
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Calisal, S. M., J. Mikkelsen, and D. McGreer. "Resistance Tests with UBC Series Fishing Vessels." In SNAME 23rd American Towing Tank Conference. SNAME, 1992. http://dx.doi.org/10.5957/attc-1992-012.

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Resistance model test results for a systematic series of low LIB, heavy displacement vessels are presented. The UBC Series is based on west coast seiners and trawlers. These vessels have low LIB and L/V/1/3 values that are outside the range of existing model series data. A parent hull form was developed that has 14% less resistance and yet has the same displacement as a typical fishing vessel. A series of 13 models was generated by systematically varying L/B, BIT and Cb. Results from resistance tests in calm water are presented. From these model tests, an algorithm has been developed to predict the resistance of similar small vessels. The implementation of bulbous bows to the parent hull shows reduction in the overall resistance by approximately 17%. Also, the introduction of stern fairing reduces the resistance by about 25% at the design speed.
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Guntarto, B., and Nurina Sevrina. "The Role of Parents in the Use of Media for Early Childhood in Suburban Jakarta." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.12.

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Reports on the topic "Parent talk"

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Droser, Veronica. Talking the Talk: An exploration of parent-child communication about cyberbullying. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1439.

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Astesiano, Gastón, Carolina Lembo, Cristina Simón Morientes, and Paula Castillo Martínez. Concept Note for the PPP Talk panels on Climate Investment and Digital Transformation. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004573.

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The Inter-American Development Bank (IDB) holds the PPP Americas every two years in partnership with a national or subnational government. The regional forum brings together top professionals and public and private-sector representatives from Latin America and the Caribbean (LAC) to discuss groundbreaking topics and exchange ideas on planning, structuring, and managing public-private partnerships (PPPs). For the 2023 conference, the IDB is holding three preparatory events - the PPP Talks before the main event. During the PPP Talks, invited experts will lay the groundwork for the discussions to be held during the conference. The first PPP Talk will consist of two panels on December 1st, 2022: Climate Investment and Digital Transformation both topics are part of the thematic agenda of PPP Americas 2023. This Concept Note provides the conceptual framework of the two themes discussed during these panels. In addition, this note offers descriptions of key concepts, as well as the main opportunities and challenges that countries in Latin America and the Caribbean face in each area.
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Layton, Richard L., and Phillip Feld. Part-Task Performance Measures. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada307049.

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Dominguez, Ximena, Elizabeth Rood, Danae Kamdar, Tiffany Leones, and Kayla Huynh. Splash and Bubbles for Parents App: Field Study Report. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/119.

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This report prepared for The Jim Henson Company shares findings of a field study examining the promise of the Splash and Bubbles for Parents app, a second-screen digital resource designed for parents and caregivers to support young children’s learning of ocean science. The study conducted in 2020 involved a two-group, quasi-experimental design in which family participants were randomly assigned to either the intervention condition (who watched the show and used the app) or the comparison condition (who watched the show but did not have access to the app). Findings from this study provided information about how the app supported families to talk about science together; what science concepts and practices children learned through engaging with the app and related science activities; and how families shifted their attitudes, beliefs, or practices around science and media. Another finding highlighted parents and caregivers’ need for support around ways to engage with and use the app given that this represents a new type of digital tool.
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Andrews, Robert B. Networked Avionics Part Task Trainer. Fort Belvoir, VA: Defense Technical Information Center, June 2000. http://dx.doi.org/10.21236/ada378377.

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Fodor, G. E. Elastomeric Tank Life Extension Studies - Part II. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada334609.

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Meir, Shimon, Michael S. Reid, Cai-Zhong Jiang, Amnon Lers, and Sonia Philosoph-Hadas. Molecular Studies of Postharvest Leaf and Flower Senescence. United States Department of Agriculture, January 2011. http://dx.doi.org/10.32747/2011.7592657.bard.

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Original objectives: To understand the regulation of abscission by exploring the nature of changes of auxin-related gene expression in tomato (Lycopersicon esculatumMill) abscission zones (AZs) following organ removal, and by analyzing the function of these genes. Our specific goals were: 1) To complete the microarray analyses in tomato flower and leaf AZs, for identifying genes whose expression changes early in response to auxin depletion; 2) To examine, using virus-induced gene silencing (VIGS), the effect of silencing target genes on ethylene sensitivity and abscission competence of the leaf and flower AZs; 3) To isolate and characterize promoters from AZ-specific genes to be used in functional analysis; 4) To generate stable transgenic tomato plants with selected genes silenced with RNAi, under the control of an AZ-specific promoter, for further characterization of their abscission phenotypes. Background: Abscission, the separation of organs from the parent plant, results in postharvest quality loss in many ornamentals and other fresh produce. The process is initiated by changes in the auxin gradient across the AZ, and is triggered by ethylene. Although changes in gene expression have been correlated with the ethylene-mediated execution of abscission, there is almost no information on the initiation of the abscission process, as the AZ becomes sensitized to ethylene. The present project was focused on elucidating these early molecular regulatory events, in order to gain a better control of the abscission process for agricultural manipulations. Major conclusions, solutions, achievements: Microarray analyses, using the Affymetrix Tomato GeneChip®, revealed changes in expression, occurring early in abscission, of many genes with possible regulatory functions. These included a range of auxin- and ethylene-related transcription factors (TFs), other TFs that are transiently induced just after flower removal, and a set of novel AZ-specific genes. We also identified four different defense-related genes, including: Cysteine-type endopeptidase, α- DOX1, WIN2, and SDF2, that are newly-associated with the late stage of the abscission process. This supports the activation of different defense responses and strategies at the late abscission stages, which may enable efficient protection of the exposed tissue toward different environmental stresses. To facilitate functional studies we implemented an efficient VIGS system in tomato, and isolated two abscission-specific promoters (pTAPG1 and pTAPG4) for gene silencing in stable transformation. Using the VIGS system we could demonstrate the importance of TAPGs in abscission of tomato leaf petioles, and evaluated the importance of more than 45 genes in abscission. Among them we identified few critical genes involved in leaf and flower abscission. These included: PTRP-F1, PRP, TKN4, KNOTTED-like homeobox TF, KD1, and KNOX-like homeodomain protein genes, the silencing of which caused a striking retardation of pedicel abscission, and ERF1, ERF4, Clavata-like3 protein, Sucrose transporter protein, and IAA10 genes, the silencing of which delayed petiole abscission. The importance of PRPand KD1 genes in abscission was confirmed also by antisense–silencing using pTAPG4. Experiments testing the effects of RNAi silencing of few other genes are still in progress, The analysis of the microarray results of flower and leaf AZs allowed us to establish a clear sequence of events occurring during acquisition of tissue sensitivity to ethylene, and to confirm our hypothesis that acquisition of ethylene sensitivity in the AZ is associated with altered expression of auxin-regulated genes in both AZs. Implication, both scientific and agricultural: Our studies had provided new insights into the regulation of the abscission process, and shaded light on the molecular mechanisms that drive the acquisition of abscission competence in the AZ. We pointed out some critical genes involved in regulation of abscission, and further expanded our knowledge of auxin-ethylene cross talk during the abscission process. This permits the development of novel techniques for manipulating abscission, and thereby improving the postharvest performance of ornamentals and other crops.
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Reyes Díaz, Carlos Humberto. Working Paper PUEAA No. 8. CPTPP. Legal Trends. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.006r.2022.

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Free trade areas (and customs unions) were established in a multilateral level since in Article XXIV of the GATT, and that is the legal minimum from which preferential trade agreements are now built. Some say CPTPP is part of a new generation of Free Trade Agreements because it goes deeper in the integration process. The CPTPP Agreement is a 584-page treaty, a very extensive legal instrument with 30 chapters, so when we talk about legal trends it refers to all 30 chapters at first. But it’s not the idea to explain every chapter in this text, not even just the dispute mechanisms, but the legal highlights that make the CPTPP an example of the new structure in international trade law. The CPTPP’s new chapters constitute the actual trade agenda and establish a minimum level of protection on topics not specially linked to trade, but which are now essential to talk about a new configuration of trade agreements, such as investments, intellectual property, e-commerce, among others
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Damos, Diane L. Examining the Relative Efficiency of Part-versus Whole-Task Practice for Multiple-Task Situations. Fort Belvoir, VA: Defense Technical Information Center, August 1987. http://dx.doi.org/10.21236/ada185056.

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Kinnicut, Rusty, and Dick Stottler. Semi-Automated Part-Task Trainer Prototype Development Environment. Fort Belvoir, VA: Defense Technical Information Center, January 1999. http://dx.doi.org/10.21236/ada359309.

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